Supporting Immigrant Children in College and Career Readiness

2021 ◽  
pp. 268-290
Author(s):  
Grace W. Wambu ◽  
Zandile P. Nkabinde
Keyword(s):  
Public Schools ◽  
School Counselors ◽  
Immigrant Students ◽  
Immigrant Children ◽  
Career Readiness ◽  
Smooth Transition ◽  
College And Career Readiness ◽  
Refugee Students ◽  
College And Career ◽  
Institutions Of Higher Learning

The number of immigrant students have been on the rise in the last decades in many American classrooms. Both public schools and institutions of higher learning have increasing numbers of racially and ethnically diverse students than in the past. Immigrants from around the world come to America for different reasons but with one dream, and that is to create better lives for themselves and their children. Many leave their countries of origin seeking economic opportunities, while others leave their countries fleeing political, religious, and ethnic persecution. A number of refugees fleeing wars and turmoil from their home countries come to America with psychological, physical, and emotional trauma. Adelman and Taylor suggested that refugee students are among the most vulnerable for school failure and its consequences. This chapter discusses the role of teachers and school counselors in facilitating a smooth transition of all immigrant children in college and career readiness.

Supporting Immigrant Children in College and Career Readiness

2019 ◽  
pp. 246-268
Author(s):  
Grace W. Wambu ◽  
Zandile P. Nkabinde
Keyword(s):  
Public Schools ◽  
School Counselors ◽  
Immigrant Students ◽  
Immigrant Children ◽  
Career Readiness ◽  
Smooth Transition ◽  
College And Career Readiness ◽  
Refugee Students ◽  
College And Career ◽  
Institutions Of Higher Learning

The number of immigrant students have been on the rise in the last decades in many American classrooms. Both public schools and institutions of higher learning have increasing numbers of racially and ethnically diverse students than in the past. Immigrants from around the world come to America for different reasons but with one dream, and that is to create better lives for themselves and their children. Many leave their countries of origin seeking economic opportunities, while others leave their countries fleeing political, religious, and ethnic persecution. A number of refugees fleeing wars and turmoil from their home countries come to America with psychological, physical, and emotional trauma. Adelman and Taylor suggested that refugee students are among the most vulnerable for school failure and its consequences. This chapter discusses the role of teachers and school counselors in facilitating a smooth transition of all immigrant children in college and career readiness.

School Counselor Perceptions of Preparation and Importance of College and Career Readiness Counseling

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2199839
Author(s):  
Alexandra Novakovic ◽  
Eva N. Patrikakou ◽  
Melissa S. Ockerman
Keyword(s):  
School Counselors ◽  
Low Income ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Training School ◽  
Urban District ◽  
College And Career ◽  
Counselor Perceptions ◽  
School Counselor Perceptions

This study addresses school counselors’ perceptions of the importance of college and career readiness counseling and their preparedness to implement aspects of such counseling with students and families. Results from surveying school counselors in a large urban district serving a diverse, low-income student population indicated that school counselors did not believe they were well prepared to provide many aspects of college and career readiness counseling, although they perceived that each area was important to their work with students and families. We discuss implications for training school counselors in college and career readiness counseling.

scholarly journals ¡Adelante! A Community Asset Mapping Approach to Increase College and Career Readiness for Rural Latinx High School Students

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1880027
Author(s):  
Elisabeth Arriero ◽  
Dana Griffin
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
Asset Mapping ◽  
College And Career ◽  
Mapping Approach

Community asset mapping is an approach that school counselors can use to locate resources to meet the needs of families, schools, and communities. This article provides step-by-step instructions on how school counselors might use community asset mapping to address the needs of their population(s), illustrated with an example of implementation in a rural high school. The authors address implications for school counselor practice.

scholarly journals Supporting Crossover Students in an Urban School District: A Participatory Project

2021 ◽  
Vol 13 (1) ◽  
pp. 23-42
Author(s):  
Robert Martinez ◽  
Mark Scholl ◽  
Erika Torres ◽  
Jesus Corral ◽  
Sandra Naranjo ◽  
...  
Keyword(s):  
School District ◽  
School Counselors ◽  
Academic Career ◽  
Urban School ◽  
Social Needs ◽  
Career Readiness ◽  
Urban School District ◽  
College And Career Readiness ◽  
Participatory Action ◽  
College And Career

This participatory action research (PAR) project describes crossover students’ college and career readiness needs in a major west coast urban school district. The paper provided insights from administrator researchers, participants, facilitator, and recommendations for school counselors, educators, and organizations who are thinking of creating more counseling support and educational opportunities for crossover students. The results include the reflections and recommendations of crossover youths (e.g., encourage us, we are worth the rigor). The discussion includes strategies for supporting the academic, career, emotional, and social needs of crossover students.

Texas Perspectives on College and Career Readiness: An Examination of CTE-Supported Endorsements in Public High Schools

2020 ◽  
Vol 45 (2) ◽  
pp. 59-78
Author(s):  
Maria Adamuti-Trache ◽  
Yi Leaf Zhang ◽  
Staci L. Barker
Keyword(s):  
High School ◽  
Public Schools ◽  
Career Pathways ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Equity Issues ◽  
Academic Differences ◽  
Career And Technical ◽  
College And Career ◽  
Restricted Use

The Texas Legislature passed House Bill 5 in 2013 to adopt the Foundation High School Program, a new graduation program intended to support youth college and career readiness. Texan students entering grade 9 were guided to enroll in one or more endorsements with a specific curriculum designed to introduce them to STEM, Business & Industry, Public Services, Arts & Humanities, or Multidisciplinary areas of study and future career pathways. This research was based on analysis of restricted-use Texas longitudinal administrative and transcript data for 9th graders enrolled in Texas public schools in the academic year 2015/16. We examined the complementary roles that exposure to core academic subjects and career and technical education courses has on making endorsement choices, with a focus on three CTE-supported endorsements, STEM, Business & Industry, and Public Service. The study contributes to the literature on college and career readiness by examining specifically how the academic and vocational dimensions are reflected in the Texas high school endorsements. The study also addresses social equity issues by inquiring who participates in which endorsements and whether student endorsement choices are marked by sociodemographic and academic differences that exacerbate educational inequalities.

A Systematic Approach to Exploring College and Career Readiness Program Needs Within High-Poverty Urban Public Schools

2017 ◽  
Vol 51 (4) ◽  
pp. 443-473
Author(s):  
Olcay Yavuz ◽  
Jennifer Parzych ◽  
Margaret Generali
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Faculty Perceptions ◽  
Urban School ◽  
Career Readiness ◽  
College And Career Readiness ◽  
High Poverty ◽  
Enrichment Programs ◽  
College And Career ◽  
Quantitative Correlational Study

This quantitative correlational study was designed to investigate whether the core and enrichment college readiness program needs within high-poverty urban schools significantly varied with respect to grade level and stakeholder perceptions. Statistically significant differences were discovered in parent, student, and faculty perceptions in core and enrichment programs related to high-poverty urban school needs. The findings provide valuable information about how to design student academic and counseling services strategically and effectively to increase college and career readiness for low-income, urban students. Findings also provide effective strategies for school leaders, educators, and counselors regarding urban school college and career readiness program needs so that resources can be intentionally distributed in areas of greatest importance.

Student, Neighborhood, and School Factors and Their Association With College Readiness: Exploring the Implementation of a Race- and Socioeconomic-Based Student Assignment Plan

2019 ◽  
Vol 52 (3) ◽  
pp. 459-488
Author(s):  
Gregory Herberger ◽  
Jason Immekus ◽  
W. Kyle Ingle
Keyword(s):  
Public Schools ◽  
Title I ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Jefferson County ◽  
School Factors ◽  
School Composition ◽  
Negatively Associated ◽  
Student Assignment ◽  
College And Career

In response to the Meredith v. Jefferson County Board of Education Supreme Court decision, Jefferson County Public Schools (JCPS) reconfigured the district’s race-based student assignment and implemented a race- and socioeconomic-based student assignment plan. Using hierarchical linear multiple regression, this study examined students’ backgrounds and school composition factors within a race- and socioeconomic-based assignment plan to determine their relationship with college and career readiness as measured by the ACT. We found that student race, participation in the National School Lunch Program (NSLP), ACT PLAN performance, school composition, and neighborhood category were the largest and most consistent factors for predicting college and career readiness. African American students were at a disadvantage in each model compared with White students. Participation in NSLP was negatively associated with student performance compared with non-NSLP students, and PLAN scores positively predicted ACT performance. School composition was found negatively associated with ACT performance (Title I compared with non–Title I schools), and Category 1 and Category 2 neighborhoods were negatively associated with ACT scores compared with Category 3 neighborhoods. We conclude by discussing implications for policy, practice, and future research.

School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings

2019 ◽  
Vol 13 (3) ◽  
pp. 190-202 ◽  
Author(s):  
Erik M. Hines ◽  
Desiree D. Vega ◽  
Renae Mayes ◽  
Paul C. Harris ◽  
Michelle Mack
Keyword(s):  
School Counselors ◽  
School Psychologists ◽  
School Counselor ◽  
Urban School ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Content Type ◽  
School Settings ◽  
College And Career ◽  
Urban School Settings

Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready. Design/methodology/approach This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options. Findings With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014). Originality/value Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.

How school counselors make a world of difference

2018 ◽  
Vol 99 (7) ◽  
pp. 35-39 ◽  
Author(s):  
Patrick O’Connor
Keyword(s):  
Academic Achievement ◽  
School Counselors ◽  
Emotional Development ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
College And Career

School counselors play a key role in promoting students’ academic achievement, social and emotional development, and college and career readiness. The author reviews the research on counselors’ work in these areas and discusses how schools can ensure that their counselors are better able to succeed in supporting students.

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